METHODOLOGICAL ASPECTS OF FORMATIVE ASSESSMENT OF LEARNING ACHIEVEMENTS OF STUDENTS IN GRADES 5–9 IN THE CONTEXT OF THE NEW UKRAINIAN SCHOOL: CONCEPT IMPLEMENTATION: FROM CONTROL TO LEARNING PROGRESS SUPPORT

Abstract

The article analyzes the methodological foundations and practical tools for integrating formative assessment into the educational process of basic secondary education within the framework of the «New Ukrainian School» Concept. It examines the paradigmatic transformation of assessment activities in accordance with the State Standard of Basic Secondary Education and the Order of the Ministry of Education and Science of Ukraine No. 1093, dated August 2, 2024. The paper presents a comprehensive comparative analysis of the benefits and potential risks of implementing the formative approach for all participants in the educational process. The role of «pedagogical diagnostics» in designing a student’s individual educational trajectory is substantiated. Particular attention is paid to applied tools (techniques such as «Minute Pause», «Hand Signals», «Stairs of Success») and the digitalization of diagnostic procedures using platforms like Kahoot!, Mentimeter, and Padlet.A specific emphasis is placed on developing a feedback system based on the principles of partnership pedagogy; algorithms for providing descriptive feedback and methodological recommendations for minimizing formalism in the application of innovative approaches are proposed. Based on the analysis, it is concluded that the transition to a facilitation model directly contributes to the development of students' metacognitive skills, enhances their learning agency, and promotes the general humanization of school education. It is summarized that the systematic use of formative assessment creates the preconditions for the development of an autonomous citizen capable of continuous self-improvement throughout life.